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Promoting reasoned argumentation, problem‐solving and learning during small‐group work

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References

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1994Restructuring the Classroom: Conditions for Productive Small Groups2,120 cited
2014Cognitive Perspectives on Peer Learning867 cited
1996Within-Class Grouping: A Meta-Analysis741 cited
1999Children's Talk and the Development of Reasoning in the Classroom697 cited
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2006Teaching Children How to Use Language to Solve Maths Problems313 cited
2001The Snowball Phenomenon: Spread of Ways of Talking and Ways of Thinking Across Groups of Children271 cited
2003Promoting effective helping behavior in peer-directed groups

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250 cited

1999Complex instruction: Equity in cooperative learning classrooms233 cited

Cited by

2017Teachers’ motivation to learn: implications for supporting professional growth161 cited
2014The science classroom as a site of epistemic talk: A case study of a teacher's attempts to teach science based on argument153 cited
2015Student participation in elementary mathematics classrooms: the missing link between teacher practices and student achievement?134 cited
2014How to Support Primary Teachers’ Implementation of Inquiry: Teachers’ Reflections on Teaching Cooperative Inquiry-Based Science122 cited
2011The Nature of Pre-service Science Teachers’ Argumentation in Inquiry-oriented Laboratory Context105 cited
2015Dialogic interactions in the cooperative classroom102 cited
2014Meaningful learning in the cooperative classroom90 cited
2010Increasing explanatory behaviour, problem-solving, and reasoning within classes using cooperative group work86 cited
2011E-Moderation of Synchronous Discussions in Educational Settings: A Nascent Practice82 cited
2010Online moderation of synchronous e-argumentation81 cited
2013Primary students’ scientific reasoning and discourse during cooperative inquiry-based science activities79 cited
2018Exploring the relationship between metacognitive and collaborative talk during group mathematical problem-solving – what do we mean bycollaborativemetacognition?75 cited
2017Key issues in productive classroom talk and interventions66 cited
2011Teachers’ reflections of cooperative learning (CL): a two‐year follow‐up63 cited
2012The effects of two strategic and meta-cognitive questioning approaches on children's explanatory behaviour, problem-solving, and learning during cooperative, inquiry-based science56 cited
2016The influence of collaborative group work on students’ development of critical thinking: the teacher’s role in facilitating group discussions52 cited